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«OTOORAPH     BV     M.     W.     PALMER. 

PHOTOGRAPHY     CLASS,      IB 


BENJAMIN  R.  ANDREWS,  Ph.D. 

Secretary,  Schools  of  Industrial  an/ Household  Arts,  Teachers  College 


Published   by 

<&aU*g*,  dnlumbta 

525  W.  120th  Street 
New  York  City 


lulUttn 

Published  fortnightly  from  September  to  May  inclusive.  Entered  as 
second  class  matter  January  15,  1910,  at  the  New  York,  N,  Y.,  Post  Office, 
under  act  of  July  16,  1894. 

These  Bulletins  include  the  Dean's  Report,  the  Announcements  of  De- 
partments, the  Alumni  Bulletins  (4  issues  per  year),  Syllabi  of  courses  of 
study,  Announcements  of  Schools  of  Industrial  and  Household  Arts,  and  the 
Technical  Education  Series. 

There  are  included  in  the  Teachers  College  Bulletin  series,  the  following 
catalogue  numbers,  which  will  be  sent  free,  on  request  to  the  Secretary. 

Announcement  of  Evening  Technical  Courses  and  Courses  in  Commerce. 

Announcement   of   Special   Classes   in   Household   Arts. 

Curriculum  for  Teaching  in  Trade  and  Industrial  Schools. 

Announcement  of  the  Department  of  Nursing  and  Health. 

The  general  Announcement  of  Teachers  College  will  also  be  sent  free  on 
request. 

ardmirul  tEfturatunt  DulUtitta 

(Sent  post  free  on  receipt  of  price  named;  inquiries  should  be  addressed 
Secretary,  Schools  of  Industrial  Arts  and  Household  Arts.) 

No.  i.  Economic  Function  of  Woman.  Edward  T.  Devine,  Ph.D.,  Professor 
of  Social  Economy,  Columbia  University.  16  pages,  10  cents. 

No.  2.  Annotated  List  of  Books  Relating  to  Household  Arts.  42  pages,  15 
cents. 

No.  3.  The  Feeding  of  Young  Children.  Mary  Swartz  Rose,  Ph.D.,  Assist- 
ant Professor,  School  of  Household  Arts.  10  pages,  10  cents. 

No.  4.  Hints  on  Clothing.  Mary  Schenck  Woolman,  Professor  of  Domestic 
Art,  School  of  Household  Arts.  8  pages,  10  cents. 

No.  5.  Quantitative  Aspects  of  Nutrition.  Henry  C.  Sherman,  Ph.D.,  Pro- 
fessor of  Food  Chemistry,  Columbia  University,  and  Head  of 
Department  of  Nutrition  and  Food  Economics,  School  of 
Household  Arts.  15  pages,  10  cents. 

No.  6.    An  Annotated  Bibliography  of  Industrial  Arts.    50  pages,  15  cents. 

No.  7.  Determination  of  Linen  and  Cotton.  Dr.  Herzog.  Translated  by 
Ellen  A.  Beers,  B.  S.  24  illustrations,  2  color  prints,  25  cents. 

No.  8.  Syllabus  on  Household  Management.  Mary  Louise  Furst,  A.  B., 
Lecturer  in  Household  Management,  Teachers  College.  10 
cents. 

No.  9.  The  Girl  of  To-morrow— What  the  School  Will  Do  For  Her.  Ben- 
jamin R.  Andrews,  Ph.D.,  Secretary,  Schools  of  Industrial  and 
Household  Arts,  Teachers  College.  8  pages,  10  cents. 

No.  10.  Fundamental  Values  in  Industrial  Education.  Frederick  G.  Bonser, 
Ph.D.,  Assistant  Professor  of  Industrial  Education,  Teachers 
College.  10  cents. 

No.  ii.  Annotated  List  of  Text  and  Reference  Books  for  Training  Schools 
for  Nurses.  (In  preparation.) 


The  Girl  of  To-morrow—  What  the  School  Will  Do 

For  Her1 

BY 
BENJAMIN  R.  ANDREWS,  Ph.D. 

The  girl  of  yesterday  we  grown  folks  all  know.  We  went  to 
school  with  her,  we  played  games  with  her,  we  went  off  to  college 
with  her  —  the  same  college  if  our  lot  was  cast  in  a  co-educational 
democracy. 

The  education  of  the  girl  of  yesterday  —  we  all  know  that  too  ! 
It  was  the  education  of  the  boy  of  yesterday.  It  lay  first  of  all  in 
the  public  school  or,  in  favored  communities,  in  the  kindergarten 
where  "gifts"  were  expected  to  create  in  the  child  mind  a  certain 
worldview  dreamed  by  a  German  philosopher,  but  where  in  reality 
social  activities  and  games  first  brought  little  barbarians  to  the 
yoke.  And  through  this  kindergarten  porch  the  girl  of  yesterday 
went  into  a  graded  place  called  a  school  —  a  sort  of  temple  of 
knowledge  with  many  great  terraces,  on  each  of  which  she  lin- 
gered a  year;  and  there  she  mastered  numerals  and  letters  and 
numbers  and  words,  and  learned  how  these  odd  dead  things  made 
books,  readers  and  spellers,  and  more  spellers  and  readers,  and 
geographies  and  histories  and  grammars.  Yet  all  this  was  for 
her  only  a  confusion  of  memorized  symbols  and  words,  a  veritable 
desert  relieved  by  occasional  vivid  teaching.  Outside  the  school 
it  was  that  the  girl  of  yesterday  had  her  real  education  —  on  the 
playground,  in  the  yard  and  garden  at  home,  in  the  house  with  the 
family  group  —  wherever,  in  fact,  real  interests  and  activities  took 
hold  on  life  itself  and  shaped  mind  and  purpose. 

From  the  graded  school,  the  girl  of  yesterday  went  on  to  the 
classical  high  school.  How  wistfully  and  fearfully  she  had  look- 
ed across  the  green  to  the  Academy  !  And  when  the  Irish  janitor 
—  rest  to  his  soul  —  brought  across  one  day  the  Academy  skeleton 
"that  the  eighth  grade  children  might  see  how  they  were  made," 
the  girl  of  yesterday  had  wondered  whether  she  must  learn  the 
208  bones—  or  was  it  206?—  when  she  too  reached  the  high 


ITMs  article,  awarded  first  prize  in  the  World's  Work  Educational  Con- 
test, (World's  Work,  June,  1911,  Vol.  XXII,  pp.  14526-30),  is  here  republished 
by  special  permission  of  Doubleday,  Page  &  Co.  RepriAted  in  "The  School 

N-   Y"  mi   PP"    59-75'     Copyrighted  1911,   by 


2  TECHNICAL,  EDUCATIONAL,  BULLETIN. 

school  yonder.  In  due  time  she  came  there,  and  found  it  all,  alas, 
a  place  of  bones,  not  only  in  physiology,  but  bones  in  history— 
"name  the  presidents  in  order,"  or  "who  were  the  nine  muses?" 
and  bones  in  Latin — "do,  dare,  dedi,  datum" ;  and  often  only 
bones  in  literature — "give  names  and  dates  of  Scott's  novels." 
Lucky  that  life  went  on  in  social  groups,  in  school,  and  out,  and  in 
the  home ! 

Occasionally,  the  high  school  girl  of  yesterday  wondered 
what  she  would  do  when  school  days  were  over,  and  of  all  profes- 
sions  teaching  alone  seemed  open  to  her.  All  the  world  is  a  sea 
to  the  sailor,  and  to  girls  just  finishing  the  old-time  school,  teach- 
ing seemed  the  only  profession. 

The  old  high  school  course — with  its  algebra  never  applied 
in  life,  its  analytical  study  of  literature,  its  stilted  compositions, 
its  endless  translations  and  paradigms — employed  the  mind  in 
innocent  exercises.  That  this  had  somewhat  of  useful  discipline, 
we  will  not  deny,  but  it  gave  no  practical  training  for  life.  As  the 
student  grew  to  maturity,  her  knowledge  of  the  world  as  it  is, 
came  through  outside  experiences,  and  widened — if  it  did  widen 
— more  despite  the  high  school  than  by  virtue  of  it. 

Of  the  girls  of  yesterday  who  started  in  the  elementary 
school,  one  in  ten  received  a  high  school  education,  and  less  than 
one  in  a  hundred  of  those  who  finished  high  school  went  on  into 
college.  To  those  who  went  to  college,  education  was  offering 
at  best  only  a  continuation  of  the  literary  curriculum  of  the  high 
school.  Brave  women  in  the  last  generation  had  demanded  wo- 
men's departments  in  universities,  but  what  courses  they  gained 
were  largely  serving  to  perpetuate  literary  culture  and  to  prepare 
for  teaching.  Men's  colleges  for  a  generation  have  been  differ- 
entiating into  groups  of  scientific  and  professional  schools — engi- 
neering with  its  varied  phases,  law,  medicine,  agriculture,  com- 
merce, journalism  and  what  not,  each  offering  a  diversified  pre- 
paration for  a  distinct  vocation.  All  this  time  the  woman's  col- 
lege has  stood  by  its  general  literary  and  scientific  courses  and 
against  vocational  specialization,  until  finally  some  one  remarks 
in  passing  that  "in  women's  colleges  alone  is  the  education  of  the 
gentleman  held  in  its  proper  esteem." 

The  college  girl  of  yesterday,  the  one  in  a  hundred  who 
could  go  on  to  college,  found  herself  in  a  blind  alley — literary 


THE  GIRL  OF  TO-MORROW 

culture  with  its  two  outlooks,  the  life  of  the  idle  gentlewoman,  or 
the  life  of  the  teacher,  and  then  more  literary  culture.  The  wo- 
man of  to-day — the  girl  of  yesterday — if  she  is  broad-minded  and 
generous  and  serviceable,  owes  her  high  qualities  to  the  formative 
social  influences  which  have  shaped  her  life,  rather  than  to  her 
formal  education. 

But  the  girl  of  to-morrow — what  of  her  education  ?  You  will 
not  find  it  embodied  today  in  any  one  school,  but  here  and  there 
you  can  get  partial  glimpses  of  the  world  to  be.  Come  into  a 
certain  elementary  school  in  Manhattan  where  the  aim  is  prepar- 
ation for  serviceable,  happy  living,  not  for  pedantry.  Note  the 
equipment:  a  large  gymnasium  with  apparatus  suited  to  fixed 
exercises,  with  plenty  of  baths,  with  ample  space  for  folk  dances, 
pageants,  drama — in  short,  with  opportunity  for  all  kinds  of  ac- 
tivity except  swimming ;  there  is  a  library  and  reading  room  where 
little  children  work  during  school  hours,  learning  that  books  are 
tools  to  be  used  by  all  people  in  every  practical  undertaking.  Each 
class  room  is  equipped,  not  with  fixed  desks  for  parrot  recitations 
to  a  parrot  teacher,  but  with  ordinary  work  tables  and  chairs 
suitable  for  working  operations,  for  conversation,  discussion  and 
cooperation ;  and  there  are  special  rooms  besides — a  cooking  room 
and  dining  room  where  little  girls  learn  the  wonders  of  bread 
doughs  and  soups,  a  shop  room  where  the  rougher,  heavier  con- 
structive work  is  carried  on,  a  sewing  room  for  clothing  projects, 
a  club  room  giving  place  for  social  activities,  a  garden  space  on 
the  roof  in  lieu  of  nature's  space  on  the  ground.  Such  is  the 
building,  and  within  it  one  finds  life,  not  barren  schooling.  Can  I 
say  better  than  that  each  subject  is  lived  through,  not  learned — 
that  one  acquires  letters  to  read  a  loved  story,  and  numbers  to 
count  and  control  some  matter  already  of  real  concern;  that  one 
studies  history  to  understand  the  puzzle  of  the  Stars  and  Stripes 
and  the  devotion  of  the  veterans  on  Memorial  day ;  and  geography 
to  know  why  there  is  a  valley  here  where  the  school  house  stands, 
and  to  know  where  these  ships  are  bound  that  pass  on  the  river. 

The  way  of  real  education  is  the  setting  of  the  child's  mind 
to  solve  the  problems  that  life  fixes;  and  this  way  my  ideal  ele- 
mentary school  has  found.  Not  only  in  method  but  in  content 
of  study  does  it  reach  out  into  life's  realities.  The  weakness  of 
the  old  school  was  that  it  worked  in  a  vacuum;  the  strength  of 


4  TECHNICAL,  EDUCATIONAL.  BULLETIN. 

the  new  school  is  that  its  subject  matter  of  instruction  is  not  only 
literary  material  and  scientific  results  (as  in  history  and  geog- 
raphy), but  that  all  this  and  everything  in  its  curriculum  is  taught 
as  an  interpretation  of  the  work-a-day  dynamic  world  in  which  we 
live.  The  new  school  will  give  to  pupils  at  fourteen  years  of  age 
intelligence  regarding  the  various  fields  of  work — professional 
practice,  trade,  commerce,  or  housekeeping — which  are  opening  up 
before  them  and  will  thus  aid  in  that  most  fundamental  decision— 
the  choice  of  a  vocation.  Industrial  and  vocational  intelligence 
(not  specific  vocational  training  however)  describes  this  new  aim 
of  the  elementary  school.  Through  this  period,  the  training  of 
both  sexes  will  stand  substantially  alike,  liberalizing,  cultural, 
problem-solving,  informational  as  regards  the  world  just  ahead. 

What  now  of  the  higher  schools,  where  the  girl  of  to-morrow 
fits  herself  for  the  woman's  work  of  the  day  after?  Come  into 
a  certain  great  new  technical  high  school  in  an  Ohio  metropolis. 
It  has  for  its  principal  the  graduate  of  an  engineering  college,  and 
it  offers  courses  especially  for  boys  and  courses  especially  for 
girls.  Here  the  girl  who  must  soon  make  a  livelihood  may  pre- 
pare to  be  a  designer  in  special  fields,  an  illustrator,  a  house  man- 
ager, a  private  secretary,  a  dressmaker,  a  milliner,  an  infant's 
nurse,  or  perhaps  a  skilled  cook — and  she  is  trained  in  such  a  way 
that  she  keeps  a  more  liberal  outlook  on  life  than  the  specialized 
worker  of  to-day  dreams  of.  Or  go  to  Chicago  with  its  promising 
two-year  vocational  high  school  for  those  who  can  tarry  but  two 
years  after  grammar  school  before  going  to  work.  Take  notice 
of  its  system  of  cooperation  between  school  and  shop  and  factory, 
which  successfully  combines  instruction  and  practice.  And  this 
is  but  an  indication  of  a  mighty  revolution  in  education — the  girl 
shall  be  taught  a  definite  vocation  (outside  of  home  work)  as 
well  as  the  boy.  The  school  shall  prepare  young  people  for  prac- 
tical life.  The  elementary  school,  although  it  will  not  teach  vo- 
cations, shall  fit  children  to  make  an  intelligent  choice.  The  high 
school  shall  give  them  the  training  they  need  for  their  elected 
careers ;  it  shall  offer  courses  of  varied  length  and  purpose — two 
years  for  those  who  stay  only  so  long,  four  years  for  those  who 
remain  longer.  With  vocational  training  shall  go  some  liberal 
culture,  so  that,  ultimately,  every  man  shall  have  a  vocation  and 
a  free  choice  of  avocations  at  his  command. 


THE  GIRL  OF  TO-MORROW  6 

The  girl  of  to-morrow  who  can  postpone  her  vocational  choice 
shall  find  an  opportunity  in  the  high  school  to  continue  her  lib- 
eral education ;  but  for  her  benefit  there  shall  be  highly  special- 
ized schools  which,  when  she  has  finished  her  preliminary  training, 
will  give  her  scientific  preparation  for  useful  work.  A  number 
of  such  schools  are  already  in  existence. 

Go  to  the  splendid  institutes  in  Brooklyn,  Philadelphia,  Roch- 
ester, and  Chicago,  established  by  far-seeing  men  of  wealth  to 
train  high  school  graduates  for  practical  service,  and  canvass  the 
training  offered  there  to  the  girl  of  to-morrow.  Preparation  for 
household  management,  woman's  traditional  field,  is  provided  as 
a  matter  of  course — but  note  with  what  new  implications  and  ap- 
plications. First,  we  find  hundreds  of  teachers  of  domestic 
science  who  may  increase  the  efficiency  of  private  housekeeping 
through  that  socializing  instrument,  the  public  school,  to  the  end 
that  housework  may  pass  over  into  a  science,  as  the  poor  decrepit 
farming  of  the  last  generation  has  become  the  agriculture  of  to- 
day. What  of  the  household  when  methods  of  dry  farming,  irri- 
gation, Burbanking,  modern  chemistry,  bacteriology,  and  me- 
chanics shall  be  turned  loose  within  doors  as  well  as  out  on  the 
land?  But  new  opportunities  in  household  arts  are  also  opening 
in  every  direction.  In  the  Rochester  institution  there  is  a  course 
of  training  in  lunch-room  management,  in  which  the  young  wo- 
men are  instructed  in  related  science,  but  especially  in  the  practise 
of  their  profession  by  daily  responsibility  in  conducting  a  lunch 
room  for  200  students.  The  graduates  have  been  quickly  ab- 
sorbed in  Rochester  by  wise  managers  of  banks,  department 
stores,  and  factories;  one,  salaried  at  $1,200,  directs  her  French 
chefs  and  feeds  the  300  employees  of  a  department  store ;  another 
manages  a  lunch  room  in  a  huge  clothing  factory,  and,  since  her 
advent,  saloons  across  the  street  have  gone  out  of  business.  A 
similarly  trained  young  woman  took  hold  of  a  lunch  room  in  St. 
Louis  last  fall,  improved  the  service,  and  turned  a  deficit  into  a 
$290  surplus  the  first  month.  Schools,  banks4  mercantile  and 
commercial  houses  need  the  trained  lunch-rdbm  manager  and  are 
discovering  their  need  and  how  to  fill  it.  It  is  only  a  step  from 
this  to  the  commercial  lunch  room.  The  best  lunch  rooms  in 
Boston,  and  they  are  among  the  largest  too,  are  today  conducted 
by  a  trained  woman,  and  they  are  cleaner  than  your  own  kitchen. 


6  TECHNICAL  EDUCATIONAL  BULLETIN. 

Even  the  despised  delicatessen  shop  and  the  commercial  bakery 
may  yet  come  into  the  hands  of  the  trained  woman,  who  will  give 
us  there,  on  a  grand  social  scale,  the  safeguards  to  health  which 
in  the  past  she  provided  for  the  private  home.  Again,  these  in- 
stitutes are  fitting  women  to  conduct  dressmaking  shops  and 
millinery  shops  as  skilled  business  enterprises.  Who  knows  but 
that  escape  from  the  robber-barons  of  fashion  will  come  through 
the  more  intelligent  professional  standards  of  those  who  clothe  us  ? 
All  kinds  of  artistic  achievement,  in  design,  in  illustration,  and 
creative  work  in  all  the  special  fields  for  which  deft  fingers  and  the 
sensitive  eye  are  essential,  as  well  as  enterprise  along  commercial 
and  industrial  lines,  are  other  ventures  which  these  practical  in- 
stitutes are  providing  for  the  young  woman  of  tomorrow. 

What  the  young  man  of  to-morrow  does,  the  young  woman 
of  to-morrow  may  also  freely  do  if  she  will — and  so  we  shall  then 
find  her  occasionally,  as  we  find  her  now,  in  the  advanced  pro- 
fessional fields  of  engineering,  law,  medicine,  and  the  ministry. 
It  is  well  so,  for  absolute  freedom  of  action  is  the  only  possible 
basis  for  a  wise  choice  of  vocations.  The  young  women  who  go 
into  higher  professional  training  will,  however,  fit  themselves,  as 
a  general  thing,  for  the  fields  of  service  that  belong  distinctively 
to  women. 

But  what  about  a  professional,  specialized  education  for  wo- 
men, on  a  university  level — an  education  that  corresponds  to  the 
training  young  men  receive  at  schools  of  technology?  For  ans- 
wer, go  to  a  certain  pent-up  Manhattan  street  and  enter  the 
business-like  looking  structure  that  stands  there.  In  this  building 
seven  hundred  young  women  are  hard  at  work  studying  the 
household  arts.  Make  inquiries  about  them.  One  is  the  director 
of  a  college  dormitory,  come  for  special  instruction  in  dietetics, 
that  the  300  girls  in  her  charge  may  enjoy  nutritious  food  while 
her  expenditures  still  keep  within  her  budget  allowance.  Another 
wishes  to  be  a  visiting  dietitian,  instructing  in  tenement  homes  as 
to  the  best  food  for  the  infant,  the  working  man,  and  the  aged. 
There  is  a  group  of  graduate  nurses,  already  skilled  in  their  pro- 
fession, fitting  themselves  for  the  administration  of  hospitals,  or 
for  teaching  positions  in  nurses'  training  schools.  There  is  a 
nurse  who  is  matriculated  in  "laundry  management"  and  will  be- 
come the  director  of  a  hospital  laundry.  Here  are  young  women 


THE  GIRL  OP  TO-MORROW  7 

preparing  in  house  decoration  or  interior  decoration,  others  as 
costume  designers  and  illustrators  or  as  designers  in  special  in- 
dustrial fields  of  unending  variety.  Others  of  these  young  women 
of  to-morrow  have  entered  for  diplomas  in  household  administra- 
tion and  in  dietetics;  preparing,  some  for  general  institutional 
,'management,  and  others  for  the  direction  of  the  commissary 
department  of  institutions,  such  as  the  school  and  college  dormi- 
tory, the  asylum,  the  hospital,  and  the  orphanage — undertakings 
that  involve  money,  materials,  and  labor  in  factory-like  quantities 
and  for  which  compensation  will  be  given  according  to  the  re- 
sponsibility involved.  There  are  curricula  which  prepare  for  the 
less  ambitious  but  no  less  important  management  of  the  private 
home ;  and  for  a  new  field  of  special  study,  that  of  nursery  man- 
agement, which  promises  aid  in  the  infant  mortality  campaign. 
Other  courses  prepare  for  sanitary  inspection  of  markets,  tene- 
ments, and  food  supplies,  and  for  various  kinds  of  service  in  the 
municipal  housekeeping  which  now  guards  the  private  home. 
Graduates  of  these  institutes  will  teach  to  all  people  the  new 
science  of  right  living,  and  will  make  it  the  law  of  the  land. 

Here,  then,  is  a  technical  school  of  collegiate  rank  for  women, 
devoted  to  the  development  upon  a  social  scale  of  those  household 
activities  which  have  long  been  women's  particular  domain,  and 
to  the  professional  training  of  women  not  only  in  the  conduct  of 
the  private  house  but  also  of  the  institution  and  of  related  indus- 
trial undertakings.  What  is  being  done  in  this  building  in  Man- 
hattan is  also  under  way  in  other  university  centres,  at  Boston, 
Toronto,  Chicago,  and  elsewhere.  In  these  collegiate  schools  of 
household  science  and  arts,  which  promise  to  be  a  feature  of 
American  universities  as  common  as  schools  of  engineering,  the 
young  woman  of  to-morrow  will  find  one  of  her  most  fascinating 
fields  of  possible  study,  ^f^^^^c^^-^t^t^1^- 

And  personal  life  and  the  private  home  will  not  suffer  in  the 
education  of  the  girl  of  to-morrow.  Some  things  seem  fairly  cer- 
tain. Every  young  woman  (social  parasites  disregarded)  will  be 
taught  some  useful  livelihood  which  she  will  pursue  at  least  until 
marriage,  in  some  cases  after,  and  which  will  be  insurance  if,  after 
marriage,  she  is  again  thrown  upon  her  own  resources;  every 
young  woman  will  learn  the  elements  of  household  management 
in  her  public  school  education,  so  that  she  may  intelligently  direct 


8  TECHNICAL  EDUCATIONAL  BULLETIN. 

a  home,  if  it  comes  to  her.  The  industries  of  the  household  will 
be  increasingly  organized  outside  the  home,  and  she  will  bring  to 
their  direction  her  time-proved  standards  of  devotion,  rendered 
more  effective  by  scientific  training  and  professional  preparation. 
With  readjustment  will  come  opportunity  for  life  as  well  as  living, 
and  regard  for  liberal  culture  will  accompany  industrial  effi- 
ciency ;  this  element  will  be  fostered  in  woman's  education  as  well 
as  in  man's  and  to  the  girl  of  the  future  will  be  given  an  education 
not  only  for  efficient  service  but  for  vigorous  health  and  for  lib- 
eral living. 


FOURTEEN  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 


This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


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